YEAR 12 LESSON TWELVE [7th Dec 15]: Homework

The whole focus of this session was a consideration of the question:
WHY IS CHAPTER FOUR SIGNIFICANT?
Class discussion explored possible content when considering the significance of this key chapter. The class considered the following points. I have presented the results of the class discussion as a possible essay structure as this question is the focus of the written homework:

• The first moment of significance is Gatsby's attempts to convince Carraway about the significance of Gatsby's past. This allows Fitzgerald to reinforce the theme of APPEARANCE and REALITY as Fitzgerald presents Gatsby's narrative as being unreliable. Gatsby claims he is from the Mid-West but states that he was born in 'San Francisco'. This city is on the west coast so this is clearly a lie! Gatsby appears to have planned the presentation of his past as he is armed with medals to prove he was honoured 'For Valour Extraordinary' by 'little Montenegro' and even has a photograph to prove he attended Oxford. He is like a bad actor, much like Myrtle in Chapter Two, struggling to play a role and appearing unconvincing.

AUTHOR'S AIM? Fitzgerald reinforces the sense of enigmatic mystery that surrounds this character. Carraway describes Gatsby as 'gorgeous' in the first chapter and represents Gatsby as a unique and inspirational character yet the reader is still puzzled as to how or why Carraway would be impressed by a man who is clearly lying about his past. Chapter four serves to reinforce the mysterious nature of Gatsby and the reader remains unsure as to why Carraway begins the novel with such a positive representation of such a disingenuous individual.

• However, Fitzgerald does develop Gatsby's character in a significant manner in chapter four when he links Gatsby to the themes of corruption and organised crime. Gatsby's true identity has been shrouded in mystery throughout the first four chapters and Fitzgerald introduces a sinister tone with the idea that Gatsby appears to be a very powerful gangster. The first hint of Gatsby's criminal power occurs when his car ['With fenders spread like wings we scattered light'] is stopped for speeding and Gatsby escapes prosecution and after 'Taking a card from his wallet' the policeman reacts with exaggerated deference and allows Gatsby to continue his journey: ''Right you are' agreed the policeman, tipping his cap, 'Know you next time Mr.Gatsby, Excuse me!' The policeman appears to afford Gatsby a fearful respect and this moment serves to introduce and amplify Gatsby's criminal power. This moment also introduces the idea that the police are corrupt.

AUTHOR'S AIM? Fitzgerald introduces the theme of power and corruption. Gatsby's character is offered a sinister dimension and the moral decay that Fitzgerald has presented to the reader in the opening chapters appears to be a decay that is rooted in an American institution that should be a symbol of moral justice. This is a country that appears to have lost all moral direction as the police appear to be less powerful than the gangsters that seek profit from organised crime. Reference could be made here to how this America seems a powerful contrast the idealised vision of America reflected in the Declaration of Independence or the poem of Emma Lazarus that can be read inside the Statue of Liberty. Whitman? Star Spangled Banner? Some reference needs to be made here to the idealised vision of America and the America being presented by Fitzgerald.

• Furthermore, the theme of corruption and power is reinforced with Fitzgerald's introduction of Wolfsheim. Students need to refer to how Fitzgerald shapes the idea that Wolfsheim is a violent, powerful and successful gangster. Obviously reference needs to be made to the symbolic significance of his 'cuff buttons', the symbolic significance of his character being presented as a wolf-like character [why not a squirrel?], and the merging of fact and fiction with references to Rosy Rosenthal, Becker, and the World Series. When Carraway asks 'Why isn't he in jail?' Gatsby replies: 'They can't get him, old sport. He's a smart man.' What is the significance of this statement?

AUTHOR'S AIM?  Fitzgerald links Gatsby to a very powerful and violent gangster. He introduces the theme of power and corruption in quite a shocking manner. Gatsby is linked to a world of moral decay that seems to contradict Carraway's judgement that Gatsby 'had an extraordinary gift for hope'. This appears to be the first real insight into the true nature of Gatsby and it serves to amplify the sense of mystery that surrounds this 'Great Gatsby'. Fitzgerald may also be encouraging the reader to be suspicious of Carraway's judgement as the reader is possibly being encouraged to question the judgement of a narrator who perceives 'something gorgeous' in a man who associates with gangsters like Wolfsheim. This is a novel that questions the moral direction of America and Wolsheim's introduction allows Fitzgerald to add another layer of moral decay to the novel and force the reader to confront the belief that America appears to have lost its sense of morality and moral justice. The reader is presented with a morally repulsive America populated with corrupt policeman, succesful gangsters, the injustice of the inequality endured within the Valley of Ashes, and grotesque people like Tom Buchanan. The critic Lionel Trilling stated that 'Gatsby is America' and it might be that just as the reader is unsure of Gatsby's true identity, so Trilling is suggesting that America is also suffering some form of identity crisis as this version of America is not a reflection of the idealised America rooted in The Declaration of Independence.

• Students could also refer to Jordan's narrative. This is a significant feature of chapter four because this moment allows Fitzgerald to introduce the love affair between Gatsby and Daisy. This is the key narrative that drives Gatsby as we discover that he hopes to rekindle his affair with Daisy Fay. Students might like to refer to the fact that Jordan's narrative reinforces the idea that Tom is a vile individual....YOU DECIDE!

AUTHOR'S AIM? If students refer to the fact that Fitzgerald uses Jordan's narrative to introduce the  love affair that links Gatsby to Daisy, it might be plausible to refer to Fitzgerald creating a sense of dramatic tension as Gatsby seems unconcerned that Daisy is married with a child. She is not the girl that she was in 1917 when they had their affair. Furthermore, she is now married to a violent bully therefore Fitzgerald presents a situation that, potentially, may inspire a dramatic reaction from Tom. Jordan's narrative also serves to reinforce the idea that Tom is a vile character. Students could focus on the fact that chapter four allows Fitzgerald to reinforce the idea that Tom is a brutal character lacking in empathy or compassion.

CONCLUSION....Don't worry about linking the text to the context of tragedy. Students should refer to the opinion of a critic to shape a convincing conclusion. Chapter four is an important chapter because it introduces the sinister theme of criminality and deepens the sense of mystery that surrounds the enigmatic character of Gatsby.

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Students who achieved A to C for the last essay should produce THREE paragraphs and a conclusion. Students awarded D to E for the last essay should produce two paragraphs and a conclusion.
The aim of this essay is for students to produce a CLEAR and succinct critical commentary that clearly considers author's aim.
Students could produce a three paragraph and conclusion response simply dealing with Gatsby and Wolsheim. The introduction of Gatsby's criminality is a massive feature of this chapter. Students should not feel that they have to refer to Jordan's narrative. My main concern is CLARITY as the last written response contained some very confused critical commentary. READ my marking and attempt to avoid repeating the mistakes that were apparent in the last response.
THIS IS A HUGE PIECE OF WORK.

GOOD LUCK.

HOMEWORK: Complete the essay. 

YEAR 13 LESSON SEVENTEEN/EIGHTEEN [2nd/4th Dec 15]: Homework

These two sessions considered the essay questions linked to the creature's narrative. On Wednesday we will be discussing the essay question:
'The creature is the most significant symbol in the novel.' To what extent do you agree with this statement?
I expect students to be able discuss possible content in a detailed and precise manner in the next session. Students need to be able to support their argument with specific textual reference.
In Wednesday's session we discussed the significance of the creature's final speech and on Friday we discussed the significance of Chapters 18 and 19. I gave students lots of key quotes.

HOMEWORK: Lots of reading. Students need to prepare for the essay. Students also need to be aware of the symbolic significance of The Orkneys and the significance of Victor's dream when he is being accused of murdering Henry.
WE NEED TO DISCUSS STHE SIGNIFICANCE OF SYMBOLISM ON WEDNESDAY SO BE PREPARED TO DISCUSS:

• THE BLASTED STUMP
• THE IMAGES OF FIRE AT THE CONCLUSION TO THE NOVEL
• THE SIGNIFICANCE OF LOCATION
• THE SIGNIFICANCE OF DREAMS

See you on Wednesday troops.

YEAR 12 LESSON ELEVEN [30th Nov 15]: Homework

This session considered the significance of CHAPTER FOUR. Reference was made to Gatsby's attempts to impress Carraway as they drive to New York to meet Wolfsheim. Students were asked to be aware of how Fitzgerald introduces the themes of Power and Corruption. Below are the key features of this chapter that students need to consider:

• Gatsby's blatant lie that he is from the Mid-West city of SAN FRANCISCO! Clearly this city is situated on the West Coast!
• Students need to consider why Gatsby is weaving such a ridiculous narrative to impress Carraway. The theme of APPEARANCE and REALITY appears once more. Remember, this is all linked to Gatsby's obsession with rekindling his romance with Daisy.
• Gatsby's ability to escape a speeding ticket.
• Note the description of the car that represents the automobile as some form of supernatural creature: 'WITH FENDERS SPREAD LIKE WINGS WE SCATTERED LIGHT....'Wow!
• The description of Wolfsheim is important as is his friendship with Gatsby which is loaded with sinister significance.
• The fact that Fitzgerald refers to REAL EVENTS in this chapter. Rosy Rosenthal was a real gangster who was murdered in the Metropole, Becker was a corrupt policeman who received the death penalty for his role in the murder, and the 1919  World Series betting scandal remains one of the most famous examples of corruption in the history of American sport. What is Fitzgerald's aim here? Why is he merging fact with fiction?
• Students need to be aware of Wolfshiem's 'human molars' used for 'cuff buttons' and Nick's comments that this powerful and ruthless gangster may be a 'dentist'!

The quiz that I used to begin this session was quite enlightening. It is clear that four students are not reading the book. If you did not have 10 correct answers, you are not reading the book in an appropriate manner. If you do not read the book there is very little point in pretending to be a LITERATURE student. Please read the text.

HOMEWORK: Read chapter FOUR and chapter FIVE. We will continue to discuss the significance of Chapter Four in Monday's lesson and begin to discuss the brilliant chapter FIVE. 

Examine the resources posted to my previous Gatsby blog entries.

http://becuriouslit.blogspot.co.uk/2015/11/year-12-lesson-ten-23rd-nov-15-homework.html

http://becuriouslit.blogspot.co.uk/2015/11/year-12-lesson-seven-2nd-nov-15-homework.html

YEAR 13 LESSON SIXTEEN [27th Nov 15]: Homework

This session considered the creature's narrative and discussed the significance of the 'SUICIDE NOTE' that concludes the novel. Students were asked to consider why Shelley has the creature embrace oblivion in such an enthusiastic manner. The class were asked to consider the narrative of the creature as allowing Shelley to offer a very liberal emotional manifesto aimed at improving the quality of life for all members of society. REMEMBER...this is a post-War novel and this novel is considered to reflect many of the liberal ideas that are associated with Romantic Literature.

I alluded to a SUPERB BBC documentary series that explores the 'so called' ROMANTIC movement within English Literature. The first episode explores the significance of THE FRENCH REVOLUTION. Click on link below to access resource.....

LIBERTY:

https://www.youtube.com/watch?v=scck3YCiRxg

There are three one hour films in this series and they are all magnificent. Reference to Shelley's Frankenstein appears in the final section of the episode below...but I would watch it all because it is a superb resource and brilliant filmmaking....

NATURE:

https://www.youtube.com/watch?v=liVQ21KZfOI

ETERNITY:

https://www.youtube.com/watch?v=R6mefXs5h9o

I discussed the idea today that the creature is perceived by some critics to represent the movement of the French Revolution [OPTIMISM evolving into HORROR and DESTRUCTION] so students need to be aware of the significance of this moment in northern european history.

HOMEWORK: READ THE NOVEL. In the next session we will be discussing possible content for an essay that will consider the significance of the creature. Here are FOUR potential essay questions that you should consider before Wednesday's session.

'The creature is the most important symbol in Shelley's novel.' To what extent do you agree with this statement?

Many critics have commented that the creature is ultimately a character with whom we sympathise. Explore Mary Shelley's presentation of the creature in the light of this comment. 

'Throughout the novel the boundaries between good and evil are continuously blurred, leaving the reader with moral uncertainty.' How far do you agree with this view of the novel?

To what extent do you agree with the view that the humans in Frankenstein are more monstrous than 'the monster'?

YEAR 13 LESSON THIRTEEN/FOURTEEN/FIFTEEN [ 18th/20th/25th Nov 15]: Homework

The thirteenth session involved the class modelling a paragraph as preparation for the essay. The class created an exemplar paragraph that served to illustrate how a response should be structured. This was a very important session as students need to see how a sophisticated critical argument is presented.
The rest of the session discussed the creature's narrative.
Session Fourteen also discussed the key moments within the creature's narrative and referred to the notion of tragedy. Reference was made to Aristotle's notion of PITY and FEAR and the class were introduced to Arthur Miller's idea that tragedy is an optimistic form of literature as it aims at 'PERFECTIBILITY.'
Today's session continued to consider how Shelley presents the creature and why she presents the creature in this manner. Reference was made to the significance of PARADISE LOST and the role of Literature in informing the creature about the human sensibility. Students discussed the significance of the opening section of Chapter 15, the symbolic significance of the DeLacey family, the symbolic significance of the creature's physical isolation as he secretly learns from the humanity of the family, and the significance of William's murder....PHEW.

HOMEWORK: Continue to read the creature's narrative and also read the final pages of the novel. Our next essay will consider the symbolic significance of the creature so be prepared. Come to the lesson armed with some informed comments. I will also be discussing the symbolic significance of location. Students also need to rewrite a paragraph from the recent essay, follow my marking and construct a paragraph that contains an appropriate level of A2 detail. ALL students should aim to move the paragraph one grade higher than the grade you received for your essay.
YOU LOT WERE BRILLIANT TODAY.
Ta.

YEAR 12 LESSON TEN [23rd Nov 15]: Homework

This was another big session as the main focus of the lesson was a consideration of the question:
WHO IS NICK CARRAWAY?
Students must be able to identify why Fitzgerald selected this character to be the filter through which he shapes his narrative. CLASS DISCUSSION WAS EXCELLENT. Students considered the 'broken' nature of this shy and repressed 29 year old and identified key moments from the text that amplify his true nature. Students received a sheet full of key quotes that should help when considering the nature of Nick Carraway. Focus was placed upon the final section of the third chapter and Nick's comment that he felt a 'haunting loneliness sometimes.' The class considered the interpretation of Carraway offered in Baz Lurhmann's recent film that has Nick writing the book as a means of therapy as he recovers in hospital from some form of alcohol inspired break-down!! This reading views the text as a form of diary entry...a retrospective journey recalling a moment of incredible and overwhelming emotional intensity.
The remainder of the session considered the nature of Gatsby's Party in Chapter Three and how it moves from an exuberant feast of life to a chaotic mess! Women cry, sad songs can be heard, couples fight, and there is a car crash. Carraway describes the scene as a 'violent confusion.'
Discussion also considered why Gatsby's first appearance is so understated and why Owl Eyes is so amazed that Gatsby's library appears to be real...although the books remain uncut therefore are impossible to read. Students might want to consider the thematic significance of this moment and continue to view the book through the thematic filter of APPEARANCE AND REALITY.

HOMEWORK: Read chapter FOUR and Chapter FIVE. Some people still owe me written work. If you miss a lesson you still complete the work. Get in touch with me and I will give you the essay plan that will guide you through the essay.

Click on link to listen to Baz Lurhmann and the cast of Gatsby discuss issues linked to the recent film version of Fitzgerald's novel:
http://becuriouslit.blogspot.co.uk/2013/05/year-12-gatsby-resourcesthe-film-is.html
Di Caprio Gatsby interview:
https://www.youtube.com/watch?v=kjoUzHWDkX8
Di Caprio on Gatsby...ABC News:
https://www.youtube.com/watch?v=MI_E_l9nApM
Tobey Maguire interview...he is Carraway:
https://www.youtube.com/watch?v=ZzK21TFdXkk

YEAR 12 LESSON NINE [16th Nov 15]: Homework

Today's session was a MASSIVE lesson as students discussed possible content for the first GATSBY essay. The title of the essay is:
HOW DOES FITZGERALD SHAPE MEANING IN THE OPENING CHAPTERS OF THE GREAT GATSBY?

Students were offered a very precise essay structure and class discussion considered the relevant content for the first two paragraphs. Discussion considered how the theme of economic and social inequality is presented to the reader through the contrast between the Valley of Ashes and the representation of Gatsby's party in the opening section of chapter three. Class discussion also considered the theme of APPEARANCE AND REALITY and how this links to author's aim.
Class discussion considered the notion of symbolism and how a writer uses symbolism as a device to shape meaning. Discussion considered the symbolic purpose of the Valley of Ashes, Gatsby's party, Myrtle and Tom. All these symbols are used by Fitzgerald to shape meaning and students need to refer to the symbolic nature of the text and link these symbols to author's aim.

Further discussion considered the notion of tragedy and the extent to which the opening sections of the novel conform to the definitions of tragedy offered by ARISTOTLE and ARTHUR MILLER. Students were encouraged to refer to the context of tragedy in the conclusion to the essay. Furthermore, students were made aware of the need to weave the comments of critical interpretations into the critical narrative of the essay. For example Lionel Trilling stated that 'GATSBY IS AMERICA' but our class discussion considered the idea that perhaps 'Tom is America' as he is a cruel and ignorant individual who seems incapable of compassion or empathy. It is this lack of compassion that allows the Valley of Ashes to exist and for Myrtle to be abused. Tom is a vile man incapable of human decency. Perhaps Fitzgerald's novel is an appeal for empathy in order to stop the version of America reflected in the novel becoming a reality.

Students were also asked to consider why this novel and the themes and ideas being explored by Fitzgerald are still relevant in November 2015. Surely a novel that is appealing for empathy and compassion is incredibly relevant, especially after the atrocities in Paris on Friday night.

This is a very important essay.

HOMEWORK: Construct the essay. Any student who missed this lesson needs to contact me to obtain the essay structure.

YEAR 13 LESSON ELEVEN/TWELVE [11th/13th Nov 15]: Homework

The aim of these two sessions was to prepare students for our first A2 essay. The title being considered is:
'THE OPENING CHAPTERS OF THE NOVEL INTRODUCE THE THEME OF CRIME AND PUNISHMENT.' To what extent do you agree with this statement?

The first session involved group work and class discussion that considered potential content and second lesson was a much more teacher directed class discussion. THIS IS A MASSIVE ESSAY. Students are aware of the features of written work that need to improve. I have offered a very gentle introduction to the course as we have been exploring the opening chapters of this exam text. This is our first real written challenge. In Friday's session students were introduced to a potential essay structure. The most useful moment from Friday's session was when students discussed the significance of Victor's line..'I wandered like an evil spirit.' This is the level of analysis that you need to replicate in written work.

HOMEWORK: Read the creature's narrative and begin work on the essay. I will be discussing the essay for 10/15 minutes on Wednesday before exploring issues linked to the creature's narrative.

YEAR 12 LESSON EIGHT [9th Nov 15]: Homework

This session was a bit of a rant from the fat bloke with the grey hair. The main focus of the session was the party in Chapter Two which offers  a collection of surreal and fragmented moments because the narrator is as drunk as a member of The House of Lords. Discussion considered the representation of Myrtle and students were asked to consider the significance of the following moments:

• Myrtle's initial appearance and the fact that she is presented 'walking through her husband as if he were a ghost.'
• Wilson's deference to Tom and the significance of Tom's comment: 'He's so dumb he doesn't know he's alive.'
• The significance of Myrtle's costume changes.
• The significance of the tiny apartment being full of oversized furniture.
• The significance of the following quotes:..' Throwing a regal homecoming glance around the neighbourhood, Mrs Wilson gathered up her dog and her other purchases, and went haughtily in...The living room was crowded to the doors with a set of tapestried firniture entirely too large for it...Mrs Wilson had changed her costume some time before..With hthe influence of her dress her personality had undergone a change...Her laughter, her gestures, her assertions became more violently affected moment by moment, and as she expanded the room grew smaller around her...Tom Buchanan yawned audibly and got to this feet...'It's really his wife that's keeping them apart. She's a Catholic and they don't believe in divorce'...Tom Buchanan broke her nose with his open hand..'....

This is an incredibly surreal party that is loaded with meaning. Myrtle seems to be an actress pretending that she is not living on the edge of The Valley of Ashes. She seems to crave status and money. Students need to be aware of how Fitzgerald shapes her character and how this chapter allows Fitzgerald to reinforce the key themes of the novel.

HOMEWORK: When we meet on Monday we will be creating content for our first Gatsby essay. It is extremely important that students are familiar with the first three chapters of the novel. The question that we will consider will be:

How does Fitzgerald shape meaning in the opening chapters of the novel?

The first paragraph will consider how Fitzgerald presents the issue of economic inequality and challenges the credibility of the Declaration of Independence. What kind of America is being presented to the reader? Students need to refer to the Valley of Ashes/The Buchanan House/ Gatsby's Parties and how Fitzgerald shapes meaning through the presentation of LOCATION.

The second paragraph needs to focus on the character of Myrtle. She wants to escape the drudgery of her life but seems trapped. Author's aim? Students need to arrive at the classroom armed with some key quotes. Why is everyone drinking and carousing? What kind of world is being presented here?

The third paragraph needs to deal with the introduction of Gatsby which offers a contrasting representation of his character. This is a novel that explores issues of identity. This is a novel that explores the theme of APPEARANCE and REALITY and the mysterious representation of Gatsby introduces the reader to this key theme. The representation of CARRAWAY reinforces this theme.

I EXPECT A LOT OF VIBRANT CLASS DISCUSSION ON MONDAY THAT INCLUDES A LOT OF SPECIFIC TEXTUAL REFERENCE. SEE YOU THERE.

Keep digesting the Gatsby resources that appear on previous blog posts.

Year 11 WAR / LANGUAGE task..

YEAR 13 LESSON TEN [4th Nov 15]: Homework

This session explored CHAPTER TEN of the novel and the introduction of the creature. The class, some of whom were sporting some outstanding winter coats, were encouraged to consider how Shelley represents Victor in the first ten chapters and how Victor represents the creature. Shelley clearly shocks the reader when the creature appears as the VILE INSECT appears to be eloquent, intellectually confident, capable of self-reflection, capable of empathy, and is able to manipulate Victor into listening to his tale. There are many similarities between the language of the creature and Victor's emotive and violent language. The class were asked to consider why the language of the creature appears to be similar to the register given to Victor.

HOMEWORK: Read the creature's narrative. In the next few lessons you will be receiving some challenging written tasks therefore the quality of the written response depends upon the quality of your critical reading of the text. DO YOU FEEL ANY SYMPATHY FOR A CHILD MURDERER???
See you next Wednesday. Continue to digest the resources available on this blog and think about which text you will be using as the focus of your coursewor.
The making of Danny Boyle's FRANKENSTEIN for The National Theatre:
https://www.youtube.com/watch?v=tkYgCZ0DWwc 
Danny Boyle and Nick Dear discuss Frankenstein:
https://www.youtube.com/watch?v=7_GA8SX5Qw0 
John Green discusses the novel:
https://www.youtube.com/watch?v=SyyrwoCec1k
John Green's Franky two:
https://www.youtube.com/watch?v=hRDjmyEvmBI
Mark Steel's lectures are okay...content is good but not great visual quality.... well worth your ears:
https://www.youtube.com/watch?v=DmAWOq9RdsM

YEAR 12 LESSON SEVEN [2nd Nov 15]: Homework.

The aim of this session was to encourage students to provide A Level detail when producing a written response. This is a MASSIVE jump from GCSE and students need to develop an awareness of the expectation that drives the written work. The critical focus of this session was the question:
HOW DOES FITZGERALD REPRESENT GATSBY IN THE OPENING CHAPTER?
Students were encouraged to identify key quotes that would allow the construction of a detailed A Level paragraph and tstudents were also encouraged to consider author's aim. The area of written work that needs to improve is the ability of students to CLEARLY EXPLAIN HOW SPECIFIC TEXTUAL REFERENCE REINFORCES THEIR CRITICAL OPINION. This has been the weak area of the recent written work. The lesson concluded with a 15 minute written task.

HOMEWORK: I expect ALL students to have read the text. Next lesson we will be examining the two 'social occasions' in the first two chapters. The party in Chapter Two is an alcoholic and violent affair. What do we learn about Myrtle? How would you describe the representation of women in the first two chapters? What do we learn about Carraway? What do we learn about Tom? Lots of discussion will take place in the next session and I expect all students to arrive at the lesson stuffed full of opinion.

Digest these resources. THEY ARE SUPERB....they are just a bloke's opinion:
https://www.youtube.com/watch?v=xw9Au9OoN88
https://www.youtube.com/watch?v=cn0WZ8-0Z1Y
https://www.youtube.com/watch?v=ehjTS6AhMJ8

YEAR 13 LESSON EIGHT/NINE [16th/21st Oct 15]: Homework

The aim of these sessions was to explore Victor's narrative and gain an understanding of how this novel links to the gothic tradition. The heart of the course is class discussion and students were encouraged to discuss and consider thematic content, the significance of language and structure, and the novel in the context of 1818/1830.

HOMEWORK: READ. THINK.READ. THINK.READ. THINK.........  

YEAR 12 LESSON FIVE/SIX [12th/19th Oct 15]: Homework

In these two sessions, students were asked to consider why Fitzgerald has Carraway describe the following locations in such a figurative manner. Students were asked to consider how meaning is being shaped through the representation of these three key locations:

1. THE BUCHANAN HOUSE
2. THE VALLEY OF ASHES
3. GATSBY'S PARTY AT THE BEGINNING OF CHAPTER THREE

Students were asked to consider the version of America that is being presented by Fitzgerald and why this version of America is being presented. Students were asked to consider the America presented through the poetry of Walt Whitman and Emma Lazarus with the vision of America that is presented at the beginning of this famous novel. Class discussion considered how the horror of the Valley of Ashes is constructed.

The final section of the second session involved a 15 minute written response to the question:

How does Fitzgerald represent the Valley of Ashes?

The aim of this task was for students to use the following paragraph structure:

• Opinion
• Textual Reference
• Explanation of how textual reference supports opinion
• Consider author's aim/question focus. 

Students need to be aware that the final half of the paragraph is the section that will allow students to access the higher grades. The argument linked to textual reference needs to be linked to author's aim and the central focus of the question. The consideration of author's aim was the weak area of the first set of essays and this task was a direct response to the content of the first written task. Hopefully this task reinforced the fact that a consideration of how and why an author shapes meaning is at the heart of this course.

YOU LOT HAVE BEEN MAGNIFICENT THIS TERM. KEEP IT UP.

HOMEWORK: READ THE TEXT. I expect all students to have read the novel and be particularly familiar with the first FIVE CHAPTERS as these chapters will be the immediate focus of our discussion when we return to the Festival of Wisdom. I will post specific reading focus in a couple of days. Keep checking the blog.

READ THE GREAT GATSBY....READ THE GREAT GATSBY.....READ...READ...READ.....   

YEAR 13 LESSON SEVEN [14th Oct 15]: Homework

This session explored the nature of Victor's language and why Shelley invests Victor's dialogue with such aggressive and violent intensity. One student described this as THE LANGUAGE OF RUIN....how great is that!? Nice one Carla.
Key quotes from CHAPTER FIVE were used to stimulate class discussion:

• I felt my flesh tingle with excess of sensitiveness, and my pulse beat rapidly
• I raved incessantly
• He saw a wildness in my eyes
• I was disturbed by the wildest dreams
• Breathless horror and disgust filled my heart
• my teeth chattered and every limb became convulsed
• Sometimes my pulse beat so quickly...I felt the palpitation of every artery
• dreams that had been my food...were now become a hell to me.

Students must be able to articulate why Shelley uses such aggressive and emotive language to represent Victor's experience.
The lesson then moved into a superb consideration of the gothic genre and the nature of gothic content.

HOMEWORK: READ ALL OF VICTOR'S NARRATIVE. WE will be discussing issues from the first 10 chapters in Friday's session.

YEAR 13 LESSON SIX [9th Oct 15]: Homework

The aim of this session was to explore the issues raised by Mary Shelley in Chapter Five of Frankenstein. THIS IS A HUGE CHAPTER as this is the moment when the creature sparks into life. The class identified key quotes and discussed Shelley's aim. The discussion moved into a 15 minute timed response.

HOMEWORK: Complete the Chapter Four essay and read the text.

YEAR 13 LESSON FOUR/FIVE [2nd/6th October 15] : Homework

Lesson Four considered the nature of CHAPTER FOUR of Shelley's FRANKENSTEIN. The class were asked to examine a key passage within this chapter and discuss the significance of key moments. Significant discussion was generated when discussing the following quotes from Victor's narrative:

• supernatural enthusiasm...
• Remember, I am not recording the vision of a madman
• After days and nights of incredible labour and fatigue....I became myself capable of bestowing animation upon lifeless matter
•  I see by your eagerness...that you expect to be informed of the secret with which I am acquainted; that cannot be....I will not lead you on, unguarded and ardent....to your destruction and infallible misery
• feelings...bore me onwards like a hurricane
• life and death appeared to me ideal bounds, which I should first break through and pour a torrent of light into our dark world. A new species would bless me as its creator...No father could claim the gratitude of his child so completely as I should deserve theirs...
• My cheek had grown pale with study..my person had become emaciated with confinement
• I pursued nature to her hiding places
• My limbs now tremble and my eyes swim with the remembrance; but then a resistless and frantic impulse urged me forward; I seemed to have lost all soul and sensation but for this one pursuit...a passing trance
• I collected bones from charnel houses; and disturbed, with profane fingers, the tremendous secrets of the human frame
• In a solitary chamber, or rather cell, at the top of the house, and separated from all the other apartments by a gallery and staircase, I kept my workshop of filthy creation: my eye-balls were starting from their sockets in attending to the details of my employment. The dissecting room and the slaughterhouse furnished many of my materials; and often did my human nature turn with loathing from my occupation.
• A human being in perfection ought always to preserve a calm and peaceful mind, and never allow passion or a transitory desire to disturb his tranquility.
• Winter , spring, and summer passed away during my labours; but I did not watch the blossom or the expanding leaves- sights which before always yielded me supreme delight- so deeply was I engrossed in my occupation
• I appeared rather like one doomed by slavery to toil in the mines, or any other unwholesome trade....Every night I was oppressed by a slow fever, and I became nervous to a painful degree; the fall of a leaf startled me, and I shunned my fellow creatures as if I had been guilty of a crime

The class discussion generated within this session was excellent. Note Victor's sense of violent regret and self-loathing.

Lesson Five continued the discussion and considered Shelley's aim when presenting this key chapter. Students were encouraged to consider the key quotes in the context of the alternative title: THE MODERN PROMETHEUS.

HOMEWORK: Consider potential content for the essay:
WHAT IS SHELLEY'S AIM IN CHAPTER FOUR?

YEAR 12 LESSON FOUR [5th Oct 15]: Homework

The aim of this session was to introduce students to the opening section of F.Scott Fitzgerald's THE GREAT GATSBY. Students were asked to consider the notion offered by President Obama that America is 'ONE NATION. ONE PEOPLE' and also to consider the sentiments offered by the poetry of Walt Whitman, Emma Lazarus and the lyrics of The Star Spangled Banner. WHAT IS THE REPRESENTATION OF AMERICA BEING SHAPED BY THESE TEXTS/IDEAS? Students were also urged to consider the ethos reflected in THE DECLARATION OF INDEPENDENCE.

Textual focus was placed upon Nick Carraway. He is the filter through which we view the text therefore it is important that we understand his character. Students were asked to consider the significance of Nick's observation that 'the warm centre of the world' was now '..the ragged edge of the Universe'. Students were also asked to consider the first impression of Gatsby as presented by Nick.

HOMEWORK: READ THE TEXT. Next week we will be exploring the significance of the opening chapter. Students also need to be familiar with the VALLEY OF ASHES at the beginning of chapter two. WHAT KIND OF AMERICA IS BEING PRESENTED IN THE OPENING TWO CHAPTERS?

YEAR 13 LESSON THREE [30th Sept 15]: Homework

Today's session considered the significance of the opening chapters of Victor's narrative in Shelley's FRANKENSTEIN. The quiz was....HORRIFIC. The poor results illustrated the fact that students need to read the text in a more critical manner and need to be aware of the significant historical and cultural context that drives the narrative. Students need to read the material presented. Who is John Locke? When was the last person imprisoned in the UK for blasphemy? How significant is the Napoleonic War and the French Revolution? Who was Galvini and why should we consider his influence? Why is the reference to Paradise Lost so important at the beginning of the novel?....STUDENTS NEED TO DELVE INTO THE  RESOURCES THAT I AM POSTING TO THE BLOG.

The main focus of the session was the significance of Catherine's death, the influence of Waldman, and a consideration of why Victor  occasionally removes himself from his retrospective narrative and refers directly to Walton. Focus was placed upon one page in the fourth chapter that is incredibly important. We will continue to discuss this page on Friday.

HOMEWORK: Be familiar with the first FIVE chapters of Victor's narrative. On Friday we will discuss the themes being explored by Shelley, examine the nature of Victor's language, and generally feast on this fantastic novel.

Visit my previous blog entries and digest some contextual resources.
http://becuriouslit.blogspot.co.uk/2015/09/year-thirteen-lesson-one-23rd-sept-15.html

See you Friday Lit Freaks.

YEAR 12 LESSON THREE [28th Sept 15]: Homework

The aim of this session was to prepare students for the first written task. Discussion considered possible content for the essay question relating to Wordsworth's Daffodils and Marvell's To His Coy Mistress. Students were offered an essay structure and were made aware of the assessment objectives that link to this essay. The lesson concluded with a brief consideration of issues relating to Fitzgerald's The Great Gatsby. Students considered the significance of the poem THE NEW COLOSSUS written by EMMA LAZARUS that can be found inside The Statue of Liberty. Students were also given two poems by Walt Whitman and the lyrics to The Star Spangled Banner. Students were asked to consider how the Emma Lazarus poem represents America.

HOMEWORK: Complete the essay. If you hand the essay to me before Friday I will have the essay marked before the next lesson. Students can give me the essay on Monday but this means the essay will not be handed back to you until 12th October.
Students also need to read the Lazarus/Whitman resources and continue to read THE GREAT GATSBY. Our next lesson will be our first pure Gatsby Lesson. Bring some opinion. Be familiar with the first chapter and use these questions to guide your reading:

• What is your first impression of Nick Carraway?
• What is your first impression of Tom and Daisy?
• How  does Fitzgerald shape meaning in the opening chapter?
• What are the themes being introduced in the opening chapter?
• Is Gatsby 'great' in the opening chapter? How does Nick represent Gatsby?
• What is Fitzgerald's aim in the opening chapter?
• What kind of America is being presented to the reader?

YEAR THIRTEEN LESSON TWO [25th Sept 15]: Homework

The second session began with a reading of GUY DE MAUPASSANT'S: 'WAS IT A DREAM?'
The class were offered this short story as an example of a gothic text. Discussion considered  thematic content and the whole point of this task was to introduce the notion of genre and prepare students for the emotional intensity of Shelley's 'Frankenstein'.
The class then considered the nature of Walton, the significance of Victor's representation in this section of the novel, and considered Shelley's aim. Class discussion was superb.

HOMEWORK: Read the novel. I will be discussing the first FIVE chapters of Victor's narrative when next our lives collide. ALSO...students should digest the resources I posted in the previous blog entry.

YEAR THIRTEEN LESSON ONE [23rd Sept 15]: Homework

The first session looked at the introduction to Mary Shelley's 'FRANKENSTEIN or The Modern Prometheus.' Reference was made to the significance of the PROMETHEUS MYTH and the idea that Shelley's novel could also be interpreted as being a 'creation myth' or didactic fable.
Focus was placed upon the character of Walton and the first impression of Victor.

HOMEWORK: Read the whole of Walton's opening narrative and consider why Shelley chooses to begin the novel in this manner. What kind of character is Walton? What is the significance of the reference to Coleridge's The Rime of the Ancient Mariner? What are the key themes being explored in this opening section? How would you describe the tone of the language? What is Walton's attitude to his family? What kind of man is Walton?
Students should consider all these questions and begin Victor's narrative.

Here are some resources to inform your understanding of the text:
http://becuriouslit.blogspot.co.uk/2012/05/frankenstein-video-lectures-from.html
http://becuriouslit.blogspot.co.uk/2012/10/why-gothic-is-more-popular-than-ever.html
10 possible readings:
http://www.bbc.co.uk/news/magazine-12711091
BBC FRANKENSTEIN Documentary...this is 'okay'..still worth a watch:
https://www.youtube.com/watch?v=U7MDJNmI13A
BBC's The Secret Life of Books:
https://www.youtube.com/watch?v=VKNVkavv8Vs

YEAR TWELVE LESSON TWO [21st Sept 15]: Homework

Today's session considered possible content for the essay:
HOW DOES MARVELL USE LANGUAGE, FORM AND STRUCTURE TO SHAPE MEANING?
Class discussion considered theme, how metaphor is used to shape meaning, the significance of rhyme and rhythm, and author's aim. Class discussion was good but I feel that some students need to read this poem with a much more critical literary eye. I posted some resources to my last blog entry. YOU SHOULD DIGEST THESE RESOURCES.

The class then discussed the famous 'Daffodils' by William Wordsworth. Again...I perceive our discussion today as a 'starting point'. I expect the discussion in the next session to be more detailed and more textually specific.

HOMEWORK: Read the poems and digest my resources. Your reading will inform your written work. I expect to spend 30/40 minutes of the next lesson discussing and shaping the content of your first essay. Students need to decide which poem will be the focus of their first essay. The rest of the lesson will focus upon the opening section of Fitzgerald's THE GREAT GATSBY.

THREE YOU TUBE RESOURCES for Marvell's poem:
https://www.youtube.com/watch?v=2gmaKW5uvls
https://www.youtube.com/watch?v=dUR7sNTDolY
https://www.youtube.com/watch?v=4pyw6FzQ33U

YEAR 12 LESSON ONE [14th Sept 15]: Homework

The opening session was a very general discussion relating to the purpose of literature and moved into a specific critical discussion of ANDREW MARVELL'S 'To His Coy Mistress'.
Below is a reading of Marvell's famous poem:
https://www.youtube.com/watch?v=JDJwycpIfRQ
You Tube contains an industrial skip full of resources that will help you with AS Literature  and one of the assessment objectives that drives the course demands that students 'EXPLORE LITERARY TEXTS INFORMED BY DIFFERENT INTERPRETATIONS'. This demands that students are aware of how literary critics have responded to the poem. Here are some resources to help students access this assessment objective:
https://www.youtube.com/watch?v=dUR7sNTDolY
https://www.youtube.com/watch?v=4pyw6FzQ33U

We also looked at Shakespeare's Sonnet 17...here is a reading by David Tennant:
https://www.youtube.com/watch?v=nD6Of-pwKP4
Interesting version offered by Devon Glover. What do you think of this interpretation?
https://www.youtube.com/watch?v=xOKwVwwfQWM

HOMEWORK: Students need to read the poems that I gave you in the opening session. You will be writing about one of these poems in your first essay. In Monday's session we will be revisiting TO HIS COY MISTRESS and we will be discussing WILLIAM WORDSWORTH'S 'DAFFODILS'. Students need to arrive at the lesson with an understanding of Wordsworth's poem that will allow us to have an informed class discussion. Here is a link to a reading of the poem:
https://www.youtube.com/watch?v=mQnyV2YWsto
Wordsworth stated in another of his poems that 'The World is too much with us.' How can this comment relate to Daffodils? What do you think?

The key question that should drive your critical consideration needs to be:
'HOW DOES THE AUTHOR USE LANGUAGE STRUCTURE AND FORM TO SHAPE
MEANING?'

STUDENTS ALSO NEED TO BE READING THE GREAT GATSBY as this is one of our examination texts. Students need to be reading this classic novel.

See you on Monday. Bring some informed opinion. All comments need to be supported with specific textual reference.

 1909...Les Demoiselles d'Avignon.
A new use of form. A new way of interpreting the world.
Prufrock?

1901...The Blue Period.

YEAR 12/13 LESSON 57 [23rd June 15]: Homework

Today's session explored issues relating to literary value. Students were asked to consider the concept of the canon and discuss the notion of value. The question at the heart of the discussion was:
HOW DO WE CALCULATE LITERARY VALUE?
Students were then asked to consider the merits of a prose extract from modern author, and son of Hull, Russ Litten, and T.S.Eliot's The Love Song of J.Alfred Prufrock.
Students were asked to consider which text offers the most literary value?

HOMEWORK:  DIGEST LITERATURE. DIGEST THESE RESOURCES.

Read Eliot's PRUFROCK and read Ted Hughes' LOVESONG. Not only do I want  students to consider why these two poems could be considered valuable but I also want students to consider how metaphor is being used to shape meaning.

YOU TUBE PROVIDES THESE KIND OF RESOURCES! SOAK THEM UP! HERE, TWO ACADEMICS DISCUSS READINGS OF ELIOT'S PRUFROCK:
https://www.youtube.com/watch?v=U2DeqZ9ryTc
https://www.youtube.com/watch?v=lsDOASE42HM
Here is a link to a bloke talking about the poem. This is the kind of resource that YOU TUBE can offer the student. This man offers his own reading of this famous poem...and links the poem to his life. Is this a useful resource?
https://www.youtube.com/watch?v=JA4NpKVmV5I 

One of the central questions that we will consider on Friday is:
WHAT IS THE PURPOSE OF METAPHOR?

I expect ALL students to be familiar with the texts in FEED YOUR BRAIN and I expect class discussion linked to ELIOT/HUGHES to be illustrated with references to the texts in the Anthology. The aim of the Anthology is to allow students to illustrate their critical argument with a wide range of textual reference. READ THE ANTHOLOGY.......READ...READ....READ....READ.

Students should also digest the resources below:
Katie Tempest
https://www.youtube.com/watch?v=0NRYLzWovtk 
https://www.youtube.com/watch?v=JLWlB3ib7ZM
https://www.youtube.com/watch?v=yv5fggapRwQ
Hollie McNish
https://www.youtube.com/watch?v=KiS8q_fifa0
https://www.youtube.com/watch?v=bJX5XHnONTI
https://www.youtube.com/watch?v=f5-BNFKkz9M
John Cooper Clark
https://www.youtube.com/watch?v=p4qN9pduox0
TS Eliot reads..Prufrock: https://www.youtube.com/watch?v=JAO3QTU4PzY
Florence Welch reads Hughes' LOVESONG: https://www.youtube.com/watch?v=woyB_gJQLpg
Lemn Sissay
https://www.youtube.com/watch?v=kXp8yzY99uw
https://www.youtube.com/watch?v=wlfdYWx5pDQ

BACK AGAIN....

The last few works of this academic year will consist of students considering questions such as:

• WHAT IS THE PURPOSE AND VALUE OF LITERATURE?
• WHAT IS THE CANON?
• HOW DO WE CALCULATE LITERARY VALUE?
• WHAT IS THE PURPOSE OF METAPHOR?
• WHAT IS GOTHIC LITERATURE?
• WHY BOTHER READING?

The textual focus for this philosophical section of the course is the FEED YOUR BRAIN Anthology. This lovingly prepared slice of literary nutrition contains some of the most famous poems in English Literature and also some less famous, less canonical, but perhaps more valuable texts.

Students need to engage with this section of the course as it will prepare the philosophical foundation for next year's work. The two texts that students need to explore for the work at BGS in 15/16 are:

• Mary Shelley's FRANKENSTEIN or THE MODERN PROMETHEUES.
• Christopher Marlowe's THE TRAGICAL HISTORY OF DOCTOR FAUSTUS.

Students might like to dip into these resources posted below...Is this Literature?

Katie Tempest:
Hollie McNish:
John Cooper Clark:
more to fillow with links.....the school system is not allowing me to access You Tube.....

YEAR 12 FINAL ADVICE...

So...we have the exam on Friday. Here are some last minute tips:

• Don't forget that each question has a different assessment focus. Make sure you are aware of the appropriate assessment objective/s.
• Yesterday we were discussing Section A and I advised students to write about poetry. I think it is easier to write about VOICE and STRUCTURE if you are exploring the work of Auden or Coleridge. It might be best to save Gatsby for Section B.
• The first Section A question needs to consider how VOICE is used to shape meaning therefore students need to be aware of how the different voices in TROTAM are used by Coleridge. Here is a potential essay structure for 'How does Coleridge tell the story in the opening section of the poem?'

.........Begin with an exploration of how the VOICES of the omniscient narrator and the Wedding Guest are used to amplify the supernatural nature of the Mariner. The comment of the Wedding Guest at the conclusion of the section is significant. This will allow students to discuss STRUCTURE. Why does Coleridge use the voice of the Wedding Guest to interject in the final stanza? Why is this significant?

.........The next paragraph could discuss how Coleridge uses FIGURATIVE LANGUAGE to present the power and majesty of nature...or the supernatural character of the Mariner. Focus upon simile/metaphor/symbolism and explain how this use of language allows Coleridge to shape meaning.

.........The third paragraph could explore the significance of the ballad form and why Coleridge experiments with the traditional and regular form of the ballad. Why does Coleridge present a warped and distorted version of the ballad form? Keep your argument brief and detailed. Examiners often comment that student writing can be poor when writing about form. BE CAREFUL. 

.........The conclusion is really important as students need to explore the significance of the first section in the context of the whole poem. The opening section introduces location, character, theme and genre. It is incredibly significant.

• The second question in Section A will demand that you use the opinion of critics.
• Section B requires three paragraphs that do not have to be linked. In our texts, SYMBOLISM is used by each author to shape meaning so make sure you are aware of how each author uses symbolism. Don't lose sight of the 'ASPECTS OF NARRATIVE'. How is the story being shaped by the author and why???

GOOD LUCK FOLKS. Send me an email if you want me to mark some work...even if it is only a paragraph.

MLR. 

YEAR 13 LESSON 54 [11th May 15]: Homework

The session considered the question:
TO WHAT EXTENT DO YOU THINK GOTHIC LITERATURE IS CHARACTERISED BY A FASCINATION WITH DEATH?
This session considered possible essay content and the class produced an intro and first paragraph that would be appropriate for this task. Recent essays have lacked AO2 and need to offer reference to historical context and the opinions of critics therefore this was the focus of the modelling. The actual level of textual understanding is superb but we need to smash this knowledge towards the assessment objectives. I would urge all students to refer to symbolism and state how each author uses symbol to shape meaning. This will allow students to access AO2. Reference to historical context might just be a sentence or two that considers how a modern audience may react to the death of Faustus. What is the possible meaning of this play if the religious narrative framework is removed? Is Macbeth still relevant if the religious narrative is removed?? Both texts become an exploration of ambition and power. They are incredibly relevant if the religious context is removed. But perhaps they are not quite as 'shocking'.
The work is good. Keep reading. Keep writing.

HOMEWORK: Attempt some essays. Students need to be producing one hour timed essays. No excuses.

YEAR 12 LESSON 54 [8th May 15]: Homework

This final official session considered some issues relating to Gatsby as students are still ignoring the fact that we view the whole novel through the sensibility of Nick Carraway. Class discussion explored why Carraway views Gatsby in such a positive manner and how this links to author's aim. The 'protagonist' essay that many students attempted was basically a 'CHARACTER AS SYMBOL' question and students were encouraged to develop their understanding of symbolic meaning as this is at the heart of all our texts. FITZGERALD and COLERIDGE shape meaning through symbol and students must be aware of this key aspect of narrative. The recent Section B essays were a little lacking in AO2. Also...don't forget the religious context when writing about Auden's Miss. Gee. This poem is a savage attack on the restrictive and inhibiting influence of religious faith! Most students completely ignored this reading of the poem.

The last section of the session involved modelling a paragraph in response to the 'climax/anti-climax' Section B question.

HOMEWORK: Keep constructing the essays. Attempt past questions and email them to me for marking.

ON TUESDAY I WILL BE TEACHING AS PER USUAL. IF YOU CAN MAKE THE SESSION..GOOD! I WILL CONTINUE AFTER SCHOOL IF YOU WANT SOME LAST MINUTE REASSURANCE.

Just in case you have not bothered to listen to my podcasts:
MARINER:
https://soundcloud.com/fishymedia/literature-podcast-two-the
GATSBY:
https://soundcloud.com/fishymedia/literature-podcast-an-as-level

YEAR 13 53 [7th May 15]: Homework

The Thursday session began with a consideration of the symbolic significance of NATURE within Shelley's Frankenstein. Recent essays have ignored the significance of the Alps and the majesty of the natural world in this novel so the aim was to illustrate how references to nature can enhance critical arguments. REMEMBER...the majesty of the natural world can be used to reinforce the omnipotent power of the divine and can be juxtaposed with the imperfect creature that represents the inability of Science to successfully replicate divine power.  

The  session continued to explore issues relating to Section B. The question that we considered was:
'GOTHIC LITERATURE DEMONSTRATES THE CONSEQUENCES OF DISRUPTING THE NATURAL ORDER OF THINGS.'
Consider the texts you have studied in the light of this comment.

HOMEWORK: Students need to attempt some of the essay titles that we have discussed in the last three or four weeks. Students should be attempting timed essays. TALKING ABOUT THE TEXT IS OBVIOUSLY NOT ENOUGH. THIS COURSE IS ABOUT WRITING. I NEED TO SEE SOME TIMED ESSAYS. ATTEMPTING PAST QUESTIONS IS THE ONLY VALID FORM OF PREPARATION FOR THE EXAM. GET WRITING. KEEP READING.

YEAR 12 LESSON 53 [1st May 15]: Homework

The session contained feedback to the last Section B question relating to symbolism. It is essential that students attempt these essays and then feedback any problem areas discovered when attempting to construct the response. After discussing the symbolism question, the class considered the Section B question:
WRITE ABOUT THE SIGNIFICANCE OF CLIMAXES AND/OR ANTICLIMAXES IN THE NARRATIVES OF THE THREE WRITERS YOU HAVE STUDIED.
Class discussion considered possible content.

HOMEWORK: I didn't realise when I was delivering the Friday session that our next lesson [Tuesday] will not be happening due to Vertical Tutor Progress Meetings! Therefore, I would like students to attempt the 'SIGNIFICANCE OF CLIMAX/ANTI-CLIMAX' essay.

Climaxes and/or anti-climaxes need to be clearly identified in relation to the over-arching story.
Possible content:

• identification of the climax/anti-climax
• where the climax/anti-climax occurs structurally in the text and why this positioning is significant
• the meanings that arise from the cimax/anti-climax
• how this moment shapes the rest of the story

WE discussed the moment in Chapter Five when Nick leaves the house and returns to find Daisy and Gatsby bathed in light. We also discussed the moment in Chapter Seven in the Plaza when Fitzgerald suggests that Tom will receive some moral justice only for Fitzgerald to rob the reader of this justice and then offer the climax of Myrtle's death. You could even refer to Gatsby's murder or the end of the opening chapter. Why are these moments significant? How do they allow Fitzgerald to shape meaning? WHY ARE THEY SO SIGNIFICANT WITHIN THE NARRATIVE?

We also discussed the idea that TROTAM's conclusion is an anti-climax and the real climax occurs when the Albatross falls from the Mariner's neck. Is the ending of this epic poem an anti-climax? Is character and symbolism more important in this poem in allowing Coleridge to shape meaning? 

AUDEN/THE ROAD....You decide.

Good Luck. 

YEAR 13 LESSON 52 [30TH April 15]: Homework

This lesson concerned itself with the Section B question:
HOW FAR DO YOU RESPOND TO THE VIEW THAT GOTHIC VILLAINS MAKE EVIL SEEM ATTRACTIVE?
Class discussion explored possible essay content.

HOMEWORK: I expect students to produce a Section B essay for Thursday. We have explored a few questions. Choose one and produce an essay.

YEAR TWELVE LESSON 52 [28th April 15]: Homework

BIG SESSION TODAY KIDS. Only three official lessons remain after this session. When not being verbally abusive and calling Nigel Farage an oil tanker, The Archdeacon of Nonsense attempted to encourage the class to model a Section B response to the 'symbolism' question that was the focus of the last lesson. The class created a paragraph that serves as a model response for the Section B element of the exam.
The class were also asked to consider the Section B question:
'IN A NARRATIVE THERE IS USUALLY A HERO OR HEROINE, A PROTAGONIST ON WHOSE FATE THE READERS' INTEREST IN THE STORY PRINCIPALLY RESTS.'
Write about the significance of protagonists in the narratives of the three writers you have studied.

HOMEWORK: Complete the Section B essay. Obviously, this needs to be a timed [ish] response. Plan your response and then give yourself 60 minutes to complete the essay.
I will place a potential structure here tomorrow....i'm off to CITY.

YEAR 12 LESSON 50/51 [21st/24th April 15]: Homework

The Tuesday session discussed the question:
SYMBOLS AND MOTIFS ARE USED BY WRITERS TO SHAPE STORIES AND OPEN UP MEANINGS. WRITE ABOUT THE SIGNIFICANCE OF SYMBOLS/MOTIFS IN THE NARRATIVES OF THREE WRITERS YOU HAVE STUDIED.
The Thursday session asked students to produce a one hour timed response.

HOMEWORK: READ THE TEXTS. READ THE TEXTS. ATTEMPT PAST QUESTIONS IF YOU HAVE THE SPACE IN YOUR MIND!! I WILL MARK ANY ESSAYS.
On Tuesday we will be attempting to create content for another Section B response.

YEAR 13 LESSON 49/50/51 [20th/23rd/27th April 15]: Homework

The first session considered how to push a paragraph from a C grade to an A grade.This was a very useful session and students were urged to develop the ability to explain how textual reference supports their argument.
The session then considered the question:
IN AN INTRODUCTION TO THE NOVEL, MARY SHELLEY STATED THAT SHE WISHED TO 'CURDLE BLOOD AND QUICKEN THE BEATINGS OF THE HEART.' To what extent do you think she achieved her aims?
The Thursday session involved the class attempting this question as a timed essay.
The Monday session [27th April] explored the creature's final speech in Shelley's Frankenstein and explored to what extent this speech reflects the features of a gothic text.
The discussion then moved on to discuss the Section B question:
'THE GOTHIC TEXT IS MEANINGLESS AND PREDICTABLE.' To what extent do you agree with this statement?

HOMEWORK: Complete the Section B question discussed in today's session. Students should plan their response, organise their textual reference, then spend one hour writing. LAUREN and KIRSTEN are expected to attempt this essay. LAUREN...you owe me work.

YEAR 12 LESSON 49 [17th April 15]: Homework

This session explored issues relating to Section B of the exam. Students were made aware that this section of the exam requires students to access Ass Objectives 1/2/3. The fourth assessment objective, THE INFLUENCE OF CONTEXTS, does not apply to this section of the exam.
The focus of the session was the Section B question:
WRITE ABOUT THE SIGNIFICANCE OF LOCATION OR PLACE IN THREE TEXTS THAT YOU HAVE STUDIED.
Class discussion considered this question in relation to Gatsby and TROTAM before the class attempted a one paragraph 20 minute response.

HOMEWORK: READ THE TEXTS and READ the past questions. Students need to develop a sense of the kind of areas that the AQA have examined in the past. This will inform the nature of your reading. PLEASE FEEL FREE TO ATTEMPT ANY PAST QUESTIONS. I WILL MARK ANY ESSAYS ASAP. See you Tuesday.

YEAR 13 LESSON 48 [16th April 15]: Homework

This was the first session after the Spring Break and the focus of the session was the significance of symbolism when shaping ideas within a gothic text. Class discussion was, as it always is on a Thursday, really impressive, but we need to start creating some written work folks. I am slightly alarmed by the lack of student written work over the Easter period.
The focus of this session was FAUSTUS, MACBETH and Frankenstein. The focus of the class discussion was quite specific:
FAUSTUS: The Helen of Troy/OLD MAN MOMENT.
FRANKENSTEIN: Chapter Four and the description of Victor's Laboratory.
MACBETH: Two key speeches in the Fifth Act and reference to Scotland being enveloped with darkness.
The question at the heart of the class discussion was:
SYMBOLIC MEANING IS A CENTRAL FEATURE OF THE GOTHIC TEXT. To what extent do you agree with this statement?

HOMEWORK: I expect to receive this essay before Thursday's session

YEAR 12 LESSON 48 [14th April 15]: Homework

And so we move towards the exam. The class were offered a warm welcome back to school and rewarded for their admirable effort with the coursework with an exploration of the fifth section of The Rime Of The Ancient Mariner, followed by a twenty minute timed essay. Consider it a gift folks.
The class were asked to construct a written response to:
HOW DOES COLERIDGE TELL THE STORY IN THE FIFTH SECTION OF THE POEM?

HOMEWORK: Complete coursework. Deadline is Friday. Feel free to email me a final draft before Friday. In Friday's session we will be considering the Section B question:
Write about the significance of place or location in 3 texts you have studied.
WE will be using our two texts plus Auden's Miss.Gee and James Honeyman. See you there Lit Freaks.